The evidence for stand-alone psychoeducation was mixed in children and adolescents exposed to potentially traumatic experiences. Two studies reported higher trauma-related knowledge scores in intervention groups, while a third found no difference 10 months after an earthquake. The findings varied across studies and follow-up contexts.
The review asked what stand-alone psychoeducational interventions have been evaluated for children and adolescents exposed to potentially traumatic experiences, and what evidence exists for trauma-related knowledge, psychopathological symptoms or disorders, and psychosocial functioning. Eligible studies involved single-incident, chronic, or relational potentially traumatic experiences, delivered psychoeducation without additional structured therapeutic components, and assessed at least one of six predefined outcome categories.
A small and varied evidence base
Researchers searched six databases for peer-reviewed experimental and observational studies published through April 13, 2026. They also used backward and forward citation tracking. The review followed PRISMA and Cochrane Handbook standards, was preregistered in PROSPERO under CRD42024532660 in April 2024, and was updated in December 2025.
The search yielded 15,269 records plus one additional record. After 6,056 duplicates were removed, 9,214 titles and abstracts were screened, 114 records were eligible for full-text screening, and seven records reporting on seven research projects were included.
The included studies were conducted in Australia, Japan, the United States, the United Kingdom, and Turkey. Reported study units ranged from 23 to 774 participants aged 4 to 18 years. The review described five randomized controlled designs and three non-randomized designs.
The interventions ranged from self-directed booklets or websites to parent-focused mixed delivery, guided sessions, seminars, and classroom-based activities. They were designed for children, adolescents, caregivers, or combinations of these groups.
Knowledge gains did not appear everywhere
In Taku Study 2, the reported average PTSD-knowledge scores were 5.32 for EG2, 4.19 for EG1, and 3.11 for the control group. EG1 received information about PTSD and post-traumatic growth, while EG2 received information about negative changes. The reported comparisons had p-values of .03 and .04.
The same study reported average post-traumatic-growth knowledge scores of 4.53 for EG1, 3.39 for EG2, and 2.06 for the control group. The reported comparisons had p-values of .02 and less than .001. Taku Study 1 also reported higher post-traumatic-growth knowledge scores in its intervention group, 5.46 compared with 2.21 in the control group.
That pattern was not consistent across the evidence. In the Sahin study, the review found no difference in trauma-related knowledge 10 months after the earthquake. Because the studies differed clinically and methodologically, and because only a limited number addressed each outcome, the review did not combine the results into one overall estimate.
Why the result remains uncertain
Instead, the researchers used a narrative synthesis, which describes and compares findings without calculating a single pooled effect. Randomized studies had moderate-to-high overall risk of bias, while non-randomized studies had moderate-to-serious risk. Important concerns involved missing data, outcome measurement, selective reporting, and confounding.
The review's evidence base was therefore limited not only by the seven included research projects, but also by the differences between their participants, interventions, comparisons, and study methods. Those differences make the knowledge scores difficult to read as one uniform test of stand-alone psychoeducation.
The review provides a mixed account of trauma-related knowledge, with higher scores in some intervention groups and no difference in another study. It does not provide a single overall result that can be applied to every stand-alone psychoeducational intervention for children and adolescents.
Paper data and sources
Original title: Psychoeducational interventions for children and adolescents with potentially traumatic experiences: a systematic review Intervenciones psicoeducactivas para niños y adolescentes con experiencias potencialmente traumáticas: una revisión sistemática
Authors: Crivelli A, Beck K, Seker S et al.
Journal/Repository: European journal of psychotraumatology
Status: Peer-reviewed
First online: 2026-10-19
DOI: Not available
Original paper · Full text